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ERIC Number: EJ944634
Record Type: Journal
Publication Date: 2011-Feb
Pages: 8
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1947-279X
Computer-Aided College Algebra: Learning Components that Students Find Beneficial
Aichele, Douglas B.; Francisco, Cynthia; Utley, Juliana; Wescoatt, Benjamin
MathAMATYC Educator, v2 n2 p12-19 Feb 2011
A mixed-method study was conducted during the Fall 2008 semester to better understand the experiences of students participating in computer-aided instruction of College Algebra using the software MyMathLab. The learning environment included a computer learning system for the majority of the instruction, a support system via focus groups (weekly class meetings), and tutorial services. Emerging themes for the best way to learn College Algebra were (1) use of resources (45.6% indicated View an Example, Video, or Textbook); (2) soliciting help from others (44.7% indicated tutors, time in tutoring lab, or attending Focus Group); and (3) "practice, practice, practice" (approximately 30%). Least beneficial resources identified were textbooks (traditional and electronic), videos, and focus groups. Combining the two most mentioned computer-only resources, View an Example and Help Me Solve This, accounted for 82.3% of the responses; only 14.8% identified these singly. Interestingly, combining the single effects of Help Me Solve This and tutoring, accounted for 21.0% of the responses; students appeared to value a computer resource coupled with a face-to-face resource over strictly computer resources. The results of this study suggested that students preferred resources that directly helped them with individual homework problems, rather than those emphasizing major concepts. (Contains 4 tables.)
American Mathematical Association of Two-Year Colleges. 5983 Macon Cove, Memphis, TN 38134. Tel: 901-333-4643; Fax: 901-333-4651; e-mail: amatyc@amatyc.org; Web site: http://www.amatyc.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A